Abstract
School-based instructional supervision is focusing mainly on the total school improvement and quality of education provided for the learner. Therefore, the main purpose of the study was to investigate the practices of instructional supervision in secondary schools of Bale Zone. Descriptive survey design was employed to gather from nine randomly selected secondary schools in Bale Zone. Out of the total population of respondents, 182(52.8%) teachers were selected using systematic random sampling technique. In addition out of 81 instructional supervision committee members, 54(66.7%) were included in the study by simple random sampling techniques. Nine principals and, eight secondary school supervisors were participated by purposive sampling. Questionnaire and interview were employed as instrument of data collection. Frequency, percentage, and chi-square analysis were employed to analyze quantitative data. Qualitative data was thematically categorized and narrated for the purpose of triangulation. The results of the study revealed that the practices of instructional supervision approaches and their contribution to teachers’ professional development were low. Instructional supervisors were found to get involved in the difficult task of supervision without having prior trainings, and their contributions were also unsatisfactory. There were also lack of trained supervisors, manuals, training, shortage of budget, and high teaching load of supervisors hinder proper implementation of instructional supervision. As a result, awareness creation should be given to instructional supervisors and teachers through seminars, workshops and discussion forums in order to bring professional growth of teachers and improving their instructional practices. Moreover, suggestions should be forwarded by concerned bodies so as to solve the factors that hinder proper implementation of instructional supervision practices. Keywords: Continuous professional development, Instructional Supervision, Principal, secondary school teachers DOI: 10.7176/JEP/11-7-01 Publication date: March 31 st 2020
Highlights
Schools are the formal agencies of education where the future citizens are shaped and developed through the process of teaching and learning
In this regards, Chanyalew (2005) stated that instructional supervision approaches are important in promoting teachers professional development as they are frequently designed to identify and exemplify various effective classroom techniques and teacher skill to promote better teaching and learning
Materials and Methods The aim of the study was to investigate the practices of instructional supervision in secondary schools of Bale Zone
Summary
Schools are the formal agencies of education where the future citizens are shaped and developed through the process of teaching and learning. Schools have to improve their basic functions of teaching and learning process that aims at helping and empowering all students to raise their broad outcomes through instructional improvement To achieve these expected outcomes, education system must ensure the existence of relevant curriculum; and improved instructional situations and professionally motivated and competent teachers. The role of the teacher was to impart basic truths to children, whereas the role of the supervisor was to serve as the “inspector” to ensure the curriculum had been followed and essential skills were learned (Ebmeier and Nicklaus, 1999) As this orientation toward teacher supervision became more common, many teachers were afraid to ask supervisors for help or to seek collegial assistance for fear that doing so would expose weaknesses in their teaching, which could be reflected later in low evaluations and possible punitive actions. Instructional supervision approaches supposed to focus mainly on teachers’ professional growth so as to enhance instructional practice of schools and to bring about the desired change of behavior on the parts of their students
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